| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-25 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-17 |
| Abstraksi Narasi | : | Children develop emotional intelligence during the early years of life, and emotional intelligence has been associated with academic achievement. However, today`s children seem to be low on emotional well baing. This deficiency may harm not only academic development, but also their personal relationships. Literature has the potential of fostering emotional intelligence by providing vicarious emotional experiences that shape the brain circuits for empathy and help the child gain insight into human behavior. Literature also promotes languange learning by enriching learners` vocbulary and modeling new language structures. Moreover, literature can provide a motivating and lox-anxiety context for language learning. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-29 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | In many schools students do not have the opportunity to take intnsive vocabulary-building classes. Vocabulary learning is usually incorporated into other classes, especially reading. In these classes, words may be dfined only in passing or students may engange in more traditional individual exercises such as filling in banks or matching words and definitions. According to Boyd Zimmerman (1997), these activities are not enough for effective word learning. She describes a study she did which indicated that interactive and communicative vocabulay activities can lead to better word learning. Students in the study had a separate vocabulary class that met three hours per week and used a vocabulary-building textbook. Students also read self-selected and assigned reading passages and enganged in activities that required them use the vocabulary words they were learning while while interacting with one another. These students performed significantly better on a posttest than students in a control group. The purpose of this article is to encourage teachers to incorporate interactive vocabulary activities into their reading classes. It also discusses ways to help students understand the complexities of vocabulary learning. |
| Nama Pengarang | : | Yu Shu Ying, Maggie Courtright, Cathy Wesolek, Ruwaida Abu Rass, Antonio Luciano Tosta, Irma K. Ghosn, Hui-Lung Chia, Fredericka L. Stoller, Katherine Reilly, Cynthia A. Malecki |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-21 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 36-47 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-31 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-20 |
| Abstraksi Narasi | : | Evaluation is an effective means of measuring teaching and learning performances in a language program and of improving the teaching process. It can be used to trace both teaching procedures and learning progress. By comparing their teaching to the syllabi and any other documents, teachers can evaluate their teaching and adjust their teaching strategies to meet the learners` needs and the requirements of the program. Evaluation is a process to judge or measure the value of a finished or ongoing program, plan, or even a policy (Gasper 1995). In the language teaching field, especially in ESL/EFL programs, there are numerous reports on how to apply evaluations to class activities and program assessment (McDonough and McDonough 1990; Marrow and Scholker 1993; Williams and Burnden 1994; Carry and Dauber 1995; Mackay et al., 1995). An approach based on the evaluation theory is proposed by Jack C. Richards and Charles Lockhart (1995). This article will focus on the ongoing evaluation of a language program in China and the roles of the teachers and learners in the process. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 6-11 |
| Abstraksi Narasi | : | Teaching English as a second or foreign language(ESL/EFL) has changed tremendously over the past two decades. Curricula, teaching methods, and teaching materials have been developed to meet the changing needs of the ESL/EFL population. However, the curricula of many ESL/EFL programs, (like those in China) are still linear or systematic and do not allow much room for individualizing instruction. Research on learning styles, on the other hand, has provided teachers with a different view of learning and demonstrated how to apply it to classroom teaching. An awareness of individual differences in learning has made ESL/EFL educators and program designers more sensitive to their roles in teaching and learning and has permitted them to match teaching and learning styles so as to develop students` potentials in second and foreign language learning. This article discusses ways to help ESL/EFL educators and program designers gain a better understanding of the human differences in learning and to assist them in selecting classroom teaching strategies when designing curricula. |
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